Submitted by Maria Aparecida (cidazen@gmail.com) on 2017-04-17T13:52:33Z No. of bitstreams: 1 Gleyciane Araujo.pdf: 1343747 bytes, checksum: e6395dbd7922b8c1b320e094320e26df (MD5) / Made available in DSpace on 2017-04-17T13:52:33Z (GMT). No. of bitstreams: 1 Gleyciane Araujo.pdf: 1343747 bytes, checksum: e6395dbd7922b8c1b320e094320e26df (MD5) Previous issue date: 2017-02-20 / The objective of this work is to spread the discussion on the subject in the academic environment. Thereunto, the work is based on a literature search that is based on a critical eye on the traditional mathematics teaching, with a focus on trigonometry. Thus, the main concepts will be presented on Mathematical Modeling and the historical context and theoretical foundation of Trigonometry, and present two practical proposals for modeling for the classroom. / O objetivo deste trabalho é contribuir no âmbito acadêmico com o tema, para tanto, o trabalho é fundamentado em uma pesquisa bibliográfica que toma por base um olhar crítico acerca do ensino tradicional da Matemática, com enfoque na Trigonometria. Assim, serão apresentadas as principais concepções sobre a Modelagem Matemática, bem como o contexto histórico e fundamentação teórica da Trigonometria, além de apresentadas duas propostas práticas de modelagem para sala de aula, sob perspectiva dessa metodologia de ensino.

This paper was written using various research based sources to determine the effects of self-esteem on learning and behaviors and whether or not the use of magic tricks can play a role in raising self-esteem and in motivating learning for children with exceptionalities. There have been multiple studies that show self-esteem has a significant effect on a child's ability to learn as well as studies that show self-esteem plays a role in a child's behavior. There are opposing studies showing that self-esteem has no effect on learning and behavior in children with and without exceptionalities. There was no information found that state high self-esteem has a negative effect on learning or motivation in children with exceptionalities or without exceptionalities. Regardless of whether or not one agrees that self-esteem affects learning and behavior in children with exceptionalities, it is important that educators find ways to help all children with exceptionalities, as well as without exceptionalities, improve their self-esteem thereby possibly helping improve learning, behavior, and motivation. One possible way to help raise self-esteem in children with exceptionalities is the use of magic tricks inside and outside the classroom. Incorporating the use of magic tricks in lessons seems to motivate learning. The information on the use of using magic tricks to raise self-esteem is limited to few articles and only one study. While the information on using magic to improve self-esteem in children with exceptionalities is limited, the information collected to date all state positive results using magic tricks to not only raise self-esteem but to also to motivate learning in children with exceptionalities.